There is a need for secondary schools to provide more authentic, hands-on experiences in science, technology, engineering, and mathematics (STEM), and specifically, more project-based investigation (PBI) environments in the classroom that manifest the Next Generation Science Standards (NGSS) following practices they prescribe.  This program investigated how, and to what extent, a contextualized aquaponics PBI (APBI) 10-week model unit affected high school students’ attitudes toward STEM in general, and aquaculture and aquaponics, and interest in future STEM-related disciplines and/or STEM career pathways.  Currently, there is very little information on how APBI may engage students in initiating affective attitudes and interest in their local environments, and potentially pique their interests in STEM and aquaculture/aquaponics fields as a career choice.  

Three different student groups were given a pre- and post-attitude/interest survey (N=55).  The 12 survey items were rated by a 5-point Likert-type scale that measured changes in student interest and attitudes toward STEM as discipline and area of interest.  In addition, the survey included a profile of the respondents with the demographic items. 

The results in this program revealed that the intervention contributed to students’ positive attitudes toward STEM in general, and aquaculture and aquaponics, and to students’ developing an interest in STEM disciplines and/or STEM career pursuits.  

Overall, an appreciation for and interest in STEM and aquaculture can be attributed to this program.  The implications of this program suggest APBI models may pique secondary students’ interest in STEM-related disciplines and/or career pathways.  

KEYWORDS: STEM, project-based, attitudes, interests, aquaponics